Minimum age for social media: Commission presents status report

It is an extensive piece of diligent work that the expert commission “Child and Youth Protection in the Digital World”, appointed in late summer, has delivered: on over 120 pages, it has, as commissioned, prepared a comprehensive overview of the complexity of the topic – what is actually considered dangerous, what is considered problematic, and what is considered scientifically controversial from the earliest childhood to adolescence.

Several patterns emerge in the document: Firstly, that usage is often determined by the social environment and parents. For example, almost one in five children are already exposed to screen media at the age of five to seven months, the authors refer to the state of research: “Increased parental use is negatively associated with child development”.

For many other age groups and phenomenon areas, the authors of the German commission have also created a worthwhile and by no means one-dimensional overview of the current state of research and studies. They also note where these may have methodological weaknesses or are not comparable. For example, it is shown how the data on learning achievements, which are repeatedly cited in the debate, are to be understood. “If digital media are used outside of school for learning-irrelevant activities, this is, as expected, accompanied by a reduction in learning performance,” it is stated somewhat awkwardly. In other words: Anyone who plays games unrelated to their studies learns nothing for school – a not surprising, but in times of heated political debates, relevant observation.

At the same time, the authors also debunk the idea that the availability of digital learning options alone has any positive effect: digital technologies are only good for learning when used purposefully and embedded in good teaching; in the worst case, they can even have detrimental effects, it is clearly stated in a section of the status report. “It is not screen time alone that is decisive, but rather what content children and adolescents see, how platforms are designed, and how well children and adolescents are accompanied,” says Olaf Köller, co-chair of the commission. In this context, the psychologist calls for media education not to be left to chance.

Legal Framework

The status report also outlines the legal framework within which the German legislator operates. Among other things, the participants sketch out that a large part of the regulatory competence is located at the European level, which leaves only a narrow scope for national legislators. Currently, many EU member states are considering introducing a minimum age for social media. However, when presenting its age verification solution last Thursday, the EU Commission had already emphasized that it primarily considers this a waste of money and time, because national states lack the jurisdiction here and European law already contains provisions.

“Effective child and youth protection only arises when regulation, education, and technical precautions work together,” says Nadine Schön, the other co-chair of the commission. Digital spaces have long been living spaces for children and adolescents, says the former CDU member of the Bundestag: “We must design them in such a way that protection and participation go hand in hand.”

Recommendations to be presented at the end of June

This is precisely what the recommendations, which the commission is now to present in the next step before the summer break, before publishing its final report in September, will focus on. A spokesperson for the Federal Ministry of Education, Family, Seniors, Women, and Youth (BMBFSFJ) confirmed in Berlin at noon that Federal Family Minister Karin Prien (CDU) wants to await the commission's final report before drawing further conclusions.

Prien, who had already shown herself to be a supporter of a minimum age requirement, nevertheless advocates for European solutions if they are possible. The minister herself was quoted as saying that the focus must now be on “consistently enforcing existing legal instruments and supplementing them with a broad toolbox at various levels.” Only in this way can the challenges be met “and at the same time ensure the safe, competent participation of young people in the digital world.”

(vbr)